Maar Koodjal began its work within schools, responding to the limited presence of Aboriginal culture, language, and lived knowledge in education settings. Early on, it became clear that this gap extended beyond schools and into broader community, workplace, and institutional environments.

As Dennis Simmons reflects:

“I started Maar Koodjal in 2008 after recognising that there was little to no Aboriginal culture being taught in schools — for my own children, and for Aboriginal and non-Aboriginal young people more broadly. I saw a need to help maintain a long-standing tradition of passing culture on to our children, and Maar Koodjal was formed in response to that need.”

Australia’s colonial history has meant that many non-Aboriginal people have had little opportunity to learn about Aboriginal cultures, histories, and worldviews that have existed on this continent for tens of thousands of years. This has contributed to widespread misunderstanding and a lack of shared cultural reference points across society.

At the same time, there has been an ongoing shortage of Aboriginal cultural educators able to meet the growing demand for cultural learning. From its beginnings, Maar Koodjal recognised the importance of not only sharing cultural knowledge, but also supporting Aboriginal young people to develop confidence, capability, and leadership as future cultural educators.

Over time, Maar Koodjal’s work has grown in response to these needs. The organisation has worked across education, community, and organisational contexts, supporting cultural learning, healing, and connection through culturally grounded, relationship-based approaches.

Today, Maar Koodjal continues this work through partnerships and practices guided by cultural authority, responsibility to Country, and care for future generations. The organisation’s history informs how it works in the present — quietly, respectfully, and with a long-term view.